Week 1 Flashcards
when did physical therapy begin
since 3000BC in China
400BC in Rome and Greece
who first practiced PT
hippocrates (father of medicine)
galenus
(both Greek)
1813
Ling; father of swedish gymnastics created a school for massage, manipulation, and exercise
1887
physiotherapists officially registered in Sweden
1894
UK: nurses created physiotherapy society
1913
NZ school of physiotherapy created
1914
USA Reed college of physiotherapy created
over 100 yrs after PT was recognized
what were the needs that evolved PT
WWI & WWII
nationwide poliomyelitis epidemic (causes paralysis, muscle atrophy, and physical deformity)
Marguerite Sanderson
first to oversee reconstruction aides (re-aides)
Mary McMillan
1st re-aide
Re-aids
college educated
on-job training (so no certifications)
military drilled
1921
1st PT association
“American Women’s Physical Therapeutic Association”
Mary McMillan was president
1922
name change to “American Physiotherapy Association”
men allowed to join
membership boomed
what is the PT association today
“American Physical Therapy Association”
over 95,000 members
APTA
only prof. association charged w/responsibility for representing USA PTs and PTAs
APTA mission statement
“building a community that advances the profession of physical therapy to improve the health of society”
APTA vision statement
“transforming society by optimizing movement to improve the human experience
APTA 8 guiding principles
- identity
- quality
- collaboration
- value
- innovation
- consumer-centricity
- access/equity
- advocacy
PT education evolution
bach. from 1928-1970
masters from 1960-2002
doctor from 2002 on
CAPTE
commission on accreditation in physical therapy education
responsible for granting accreditation
nationally recognized by USDE and CHEA
no accreditation means no licensing
normative model of physical therapy education
used by CAPTE when assessing programs
normative model of PT education practice expectations (3)
- professional practice expectations
- patient/client expectations
- practice management expectations
professional practice expectations subexpectations
- accountability
- altruism
- compassion
- integrity
- professional duty
- communication
- cultural competence
- clinical reasoning
- evidence-based practice
- education
patient/client management expectations subexpectations
- screening
- examination
- evaluation
- diagnosis
- prognosis
- plan of care
- intervention
- outcome assessment
practice management expectations subexpectations
- prevention, health promotion, fitness, wellness
- management of care delivery
- practice management
- consultation
- social responsibility and advocacy
strategic plan for transitioning to a doctoring profession; 6 critical components
- doctor of PT
- evidence-based practice
- autonomous practice
- direct access
- practitioner of choice
- professionalism
APTA professional core values
SPECIAL
- Social responsibility
- PT-PTA duty
- Excellence
- Collaboration, Compassion, Caring
- Integrity
- Accountability
- aLtruism
compassion vs caring
compassion is the desire to identify with another’s experience
caring is consideration for the needs/values of others
compassion is a precursor to caring
APTA Standards of Practice (6)
- ethical/legal considerations
- administration of PT service
- patient/client management
- education
- research
- community responsibility
APTA code of ethics and guide for professional conduct
code of ethics has 8 core principles that binds PTs to ethical practice; guide helps to explain the code`
culture
“integrated patterns of human behavior that include thoughts, communications, actions, beliefs, customs, as wells as institutions of racial, ethnic, religious, or social groups”
how do the two models of culture competence compare/contrast
compare: both see it has a developmental process
contrast: campinha-bacote is seemingly geared toward healthcare and cross is more generalized
5 elements of cultural competence
- value diversity
- cultural self-assessment
- cultural interaction dynamics
- institutionalize cultural knowledge
- adapt delivery of healthcare
cross model possibilities on the cultural competence continuum
1 + 2: advanced or proficient cultural competence
- cultural pre-competence
- cultural blindness
- cultural incapacity
- cultural destructiveness
Cultural destructiveness
acknowledges only one way of being
Cultural incapacity
supports the concept of separate but equal
Cultural blindness
fosters an assumption that people are all basically alike
Cultural pre-competence
encourages learning of new ideas/solutions to service
Cultural competency
commitment to incorporate new knowledge into practice
Cultural proficiency
Holding cultural differences & diversity in highest esteem
Primary dimensions of culture
age, race, gender, sexual orientation, ethnicity, nationality, mental/physical ability, socioeconomic status, religion
secondary dimensions of culture
work, income, marital status, geographic location, family background, education
% white of PTs vs. USA
80.4% vs. 73.2%
% Asian of PTs vs. USA
12.9 vs. 6.18
% African American PTs vs. USA
3.67 vs. 12.1
% >2 races PTs vs. USA
1.95 vs. 2.65
